Exploring and developing student midwives’ experiences (ESME)—An appreciative inquiry study

Dewar, Belinda; Stulz, Virginia; Buliak, Alexa; Connolly, Louise; McLaughlin, Karen; Newport, Katie; Rebolledo, Susan; Stephenson, Loraine; MacBride, Tamsin; Lennon, Kelley; Drayton, Nicola

doi:10.1016/j.midw.2020.102844

Cited by 17 publications

(6 citation statements)

References 20 publications

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“…AI has been used in business, non-governmental organizations (NGOs), the military, coaching, organizational development, and healthcare 11,[15][16][17][18] . The original model uses a four step or '4-D process' (Figure 1) to take participants through an in-depth exploration of their organization, team or individual role 16 .…”

Section: Introductionmentioning

confidence: 99%

Why use Appreciative Inquiry? Lessons learned during COVID-19 in a UK maternity service

Arnold¹,

Gordon²,

Teijlingen³

et al. 2022

Eur J Midwifery

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Choosing the 'right' research method is always an important decision. It affects the type of study questions that can be answered. In addition, the research method will have an impact on the participants -how much of their time it takes, whether the questions seem important to them and whether there is any benefit in taking part. This is especially important when conducting research with staff in health services. This article is a reflection on the process of using Appreciative Inquiry (AI) in a study that explored staff wellbeing in a UK maternity unit. We share our key learnings to help others decide if AI will fit their research aims, as well as highlight issues in its design and conduct. We discuss our experience of using AI,the strengths and limitations of this approach, and conclude with points to consider if you are thinking about using AI. Although a study team was actively involved in decisions, this paper is largely based on reflections by the first author, the researcher conducting the field work in the maternity services.

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Section: Introductionmentioning

confidence: 99%

Why use Appreciative Inquiry? Lessons learned during COVID-19 in a UK maternity service

Arnold¹,

Gordon²,

Teijlingen³

et al. 2022

Eur J Midwifery

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“…reports (Francis, 2013;Kirkup, 2015) suggest a closer relationship between education and practice environments can place safety and quality at the centre of student learning. Through using a positive relational framework, educators in the clinical and AEI environments can offer an opportunity for students to nurture skills and enrich learning (Dewar et al 2020). Coaching is grounded in relationship-based knowledge acquisition, whereby students undertake focused learning with flexibility about the subject and the ability to interact with colleagues and practice supervisors (Tweedie et al 2019).…”

Section: Relationships Coaching and Mutual Knowledge Exchangementioning

confidence: 99%

Research in practice: a core skill

Sanders

Folliard

2022

British Journal of Midwifery

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“…Appreciative Inquiry offers a way to improve quality through discovering the strengths of midwives, and the strengths of the hospital environment that they work in. Dewar et al, (2020), explored what helped to support and enrich student midwives' experiences of clinical placements. They found that an Appreciative Inquiry created a new way of gaining insight into work practices and highlighted areas for enhancing learning experiences and development.…”

Section: Why Does Appreciative Inquiry Methodology Suit This Research?mentioning

confidence: 99%

“…Internationally, Appreciative Inquiry is also being increasingly adopted within the midwifery profession as a driver to understand and implement positive change. (Arnold et al, 2022;Dewar et al, 2020;Maxwell, Black, & Baillie, 2015;Sidebotham et al, 2015).…”

Section: Why Does Appreciative Inquiry Methodology Suit This Research?mentioning

confidence: 99%

“…The MFYP aims to provide the graduate hospital midwife with supported clinical rotations, skills educations days, and a named mentor that the graduate has chosen themselves. Research by Dewar et al, (2020), found that being allocated a formal mentor meant that graduate midwives were able to establish a more meaningful long-term relationship, providing opportunities for debriefing and regular formal and informal feedback sessions. Ultimately, the goal of the MFYP programme is to offer graduate midwives structured support that is tailored to their own individual learning needs, and the place of work that they choose.…”

Section: Midwifery First Year Of Practice (Mfyp) Programmentioning

confidence: 99%

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Aotearoa New Zealand, graduate midwives: What keeps them working in the tertiary hospital (core) environment? An Appreciative Inquiry.

Mulheron¹

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AbstractThis thesis explores what influences Aotearoa New Zealand graduate midwives to remain working in a tertiary hospital after completing their first year of practice. There is currently a global and national shortage of midwives, with midwifery services that are offered in tertiary hospitals under strain because of chronic understaffing and increased demand. In 2021, there were 3,283 registered midwives in Aotearoa New Zealand, with 48% employed in a hospital setting, and only 19% of those working as tertiary hospital midwives (Midwifery Council of New Zealand, 2020). Hospital midwives (also called core midwives in Aotearoa New Zealand) are employed by regional health entities devolved from the Ministry of Health, who provide maternity care in primary, secondary, or tertiary maternity facilities. In tertiary hospitals, they form part of a multi-disciplinary specialist team for women with complex and/or rare maternity needs. Using the Appreciative Inquiry qualitative research method, this study explores why graduate midwives decide to stay working in a tertiary hospital. Appreciative Inquiry is a strength-based research philosophy, which focuses on a positive approach for the development of knowledge and change. Data collection was through semi-structured interviews with participants. The Appreciative Inquiry four concepts: discovery, dream, design and destiny were interwoven into the interview questions and data was analysed using thematic analysis. The analysis revealed four main themes that influenced job satisfaction and retention. The four themes that supported intention to stay were: the nature of tertiary work, the sense of control tertiary midwifery provided, support from immediate midwiferyivcolleagues and the obstetric team, and the ability to provide meaningful care to women whose pregnancy had become complex. The themes strongly influenced graduate midwives to remain working in a tertiary hospital, despite short staffing issues and the stress of complex high-risk midwifery. It is anticipated that the findings from this research will add a valuable contribution to the body of work around midwifery workforce retention, particularly the sustainability and retention of midwives working in tertiary hospitals. Keywords: Aotearoa New Zealand; Midwives; Graduate midwives; Core midwives; Tertiary Hospitals; Job Satisfaction; Appreciative Inquiry.

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Exploring and developing student midwives’ experiences (ESME)—An appreciative inquiry study

Cited by 17 publications

References 20 publications

Why use Appreciative Inquiry? Lessons learned during COVID-19 in a UK maternity service

Why use Appreciative Inquiry? Lessons learned during COVID-19 in a UK maternity service

Research in practice: a core skill

Aotearoa New Zealand, graduate midwives: What keeps them working in the tertiary hospital (core) environment? An Appreciative Inquiry.

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